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Assessment of Articulation and Phonological Processing Using the GFTA-3 and KLPA-3Gloria Maccow, Ph.D., Assessment Training Consultant

Copyright © 2015. Pearson, Inc., and/or its affiliates. All rights reserved. 1

Assessment of

Articulation and

Phonological

Processing Using

the GFTA-3 and

KLPA-3

Gloria Maccow, Ph.D.

MSHA, 2016

Assessing Articulation and Phonological Processing | 2

Disclosures

• Gloria Maccow, Ph.D. is employed by Pearson

Clinical Assessment, publisher of the GFTA-3

and KLPA-3.

• This presentation will focus on administration,

scoring, and interpretation of the GFTA-3 and

KLPA-3. No other articulation or phonological

assessments will be discussed during this

session.


Learning Objectives

• Describe at least three features new to the GFTA-3 and KLPA-3.

• Identify at least two changes to the scoring procedures for the GFTA-3.

• List at least two factors to consider when evaluating an examinee’s error patterns on the GFTA-3 and KLPA-3.




Articulation

Phonological

Processes

Speech

Sound

Disorders

http://www.asha.org/public/speech/disorders/SpeechSoundDisorders/


How are Speech Sound Disorders Diagnosed?

Listen to Person Speak

Use Formal Articulation

Test

Conduct Oral Mechanism

Exam

Evaluate Language

Development


The new Goldman-Fristoe Test of Articulation–

Third Edition (GFTA™-3) and Khan-Lewis

Phonological Analysis–Third Edition (KLPA™-3)

offer comprehensive articulation and phonology

assessment designed to help you diagnose

speech sound disorders and plan effective

intervention for your diverse client population.




Articulation

Goldman-Fristoe

Test of

Articulation-3

Provides diagnostic

information about

individual’s ability

to articulate

consonant sounds

in single words and

connected speech.

Phonology

Khan-Lewis

Phonological

Analysis-3

Provides a

comprehensive analysis

of speech sound patterns

so you can determine if

use of phonological

processes is contributing

to an individual’s speech

sound disorder.

GFTA-3


Features of GFTA-3

Administered individually.

Assesses speech sound abilities in the area of articulation.

Used with children, adolescents, and young adults

(ages 2:0 through 21:11.

Administered by SLPs.




Test Materials

Manual

Stimulus Book

Record Form


Comparing GFTA-3 and GFTA-2

See handout

GFTA-3

What’s New?




GFTA-3 Updates

Multiple opportunities to produce consonant and

consonant cluster sounds in different word positions.

Standard scores for articulation at word level and

connected speech level.

Compare intelligibility in connected speech with that of

same-age peers.


What’s New?

Assess consonants in multiple contexts.

New error analyses for vowels and R productions.

Dialect-sensitive scoring for a wide range of

American English dialects.

Two new sets of picture stimuli.


What’s New?

Easy-to-elicit connected speech measure with a new sentence imitation task.

Standard scores for speech sound productions in connected speech.

New stories.

New intelligibility rating.




Dialect-Sensitive Scoring

If a response to a GFTA-3 item is a variation from SAE

that is appropriate for the individual’s speech and

language background, score it as correct.

See Appendix E: Common Phonemic Contrasts between

Standard American English and _________

Table E.1 African-American English

Table E.2 Spanish-Influenced English

Table E.3 Asian-Influenced English

KLPA-3


Features of KLPA-3

Companion tool for GFTA-3.

Norm-referenced in-depth analysis of phonological

process usage.

Used with children, adolescents, and young adults

(ages 2:0 through 21:11.

SLP analyzes responses on GFTA-3 to obtain further

diagnostic information about speech sound abilities.




When to Complete Phonological Analysis of GFTA-3 Results

Speech is reasonably intelligible and contains few misarticulated phonemes.

Speech is reasonably intelligible and contains many misarticulated phonemes.

Examinee is very young or has moderately to severely unintelligible speech.

No

Yes

Yes


Copyright © 2015. NCS Pearson Inc. All rights reserved.

Materials Needed


Comparing KLPA-3 and KLPA-2

See handout



KLPA-3 What’s New?


New Features!

More efficient and accurate scoring.

Identify phonological processes for each

sound error.

Calculate percent of occurrence for each

phonological process.


New to KLPA-3

• “Core”

(Developmental

processes) vs.

“Supplemental”

(Atypical) Processes

• Core Phonological

Process Analysis

• Percent of

Occurrence of

Supplemental

Processes

• Phonological

Processes per Word

(PPW)

• Intelligibility rating

• Vowel analyses

‒ Phonetic inventory

‒ Vowel phonological

process usage




12 Core Processes

Core Processes: frequently occurring phonological

processes that are developmental in nature

New normative data. Obtain standard scores and percentile ranks by age and gender.

Manner Place Reduction Voicing

DeaffricationPalatal

frontingCluster simplification Final devoicing

Gliding of Liquids Velar frontingDeletion of final

consonantInitial devoicing

Stopping of fricatives

and affricatesSyllable reduction

Stridency deletion

Vocalization



12 Supplemental Processes

Data-driven determination of the phonological processes that are more clinical in nature (less frequently occurring; atypical)

Manner Place Reduction Voicing

AffricationBacking to

velars or /h/

Deletion of initial

consonant

Initial

devoicing

FricationDeletion of medial

consonant

Medial

devoicing

Gliding (Other than

liquids)Medial voicing

Glottal replacement

Liquidization

Stopping (Other than

Fricatives/Affricates)




Supplemental Processes

• The 12 Supplemental Phonological Processes are

recorded, tallied and converted to a Percent of

Occurrence.

• Generally, Supplemental Phonological Processes

occur less frequently in typical development.

• Clinical signs that could be diagnostic or prognostic

and may be red flags for further consideration.

• Contribute to the Processes per Word (PPW).



Definitions




Phonological Processes Per Word (PPW)


Other Phonological Processes and Sound Change Booklet

• Individuals may use phonological processes that are not included in the Core or Supplemental Processes.

• The KLPA-3 Sound Change Booklet, just like KLPA-2, aids scoring by providing you with phonological processes for many possible sound changes for each target consonant.

• Other Phonological Processes may be recorded on the KLPA-3 Analysis Form and may contribute to the PPW.



Consonant Analysis

Phonetic Inventory for Consonants and

Consonant Clusters.

Core Phonological Process Analysis.

Summary of Consonant Analysis




Vowel Analysis

Eight Phonological Processes that impact

vowel production.

Vowel Phonetic Inventory.

Vowel Usage Section.

Summary of Vowel Analysis.


Vowel Analysis: Definitions


Interpretation




Interpretation and Treatment Planning

GFTA-3 and KLPA-3 provide quantitative data and qualitative data.

Both are used to develop treatment plans.

Quantitative Scores

Norm-referenced scores that enable you to compare examinee’s

performance to others of same gender and age.

• Standard Score

• Percentile Rank

• Test-age equivalent



Standard Scores


Test Score Classification Relationship to Mean

115 and above Above average +1 SD and above

86 to 114 Average Within + or – 1 SD

78 to 85 Borderline/Marginal/At-Risk Within -1 to -1.5 SD

71 to 77 Low/Moderate Within -1.5 to -2 SD

70 and below Very Low/Severe -2 SD and below

Guidelines for Describing the Severity of a Speech Sound Disorder


Growth Scale Values

Growth scale values provide an objective score for

measuring changes in GFTA-3 performance over time.

They can be used to:

• Track an individual’s skill development on specific tests

(e.g., Sounds-in-Words and Sounds-in-Sentences).

• Determine if the individual has gained additional speech

sound skills since a previous administration of the GFTA-3,

and

• Measure the efficacy of an intervention protocol that has

been implemented for the individual.




Interpret Growth Scale Values Relative to Standard Scores

Growth Scale Value

Provides information

on gains made since

last assessment.

Standard Score

Compares

individual’s

performance to that

of same-age peers.

Evaluating Error

Patterns


Factors to Consider When Evaluating

Error Patterns on GFTA-3

Review the age/gender data specific to the child

• Normative score

• Age of emergence of phonemes

• Age of mastery

Is the child’s speech related to a dialectal variation

or influence from learning a second language?





Error Patterns on GFTA-3

• Are errors in single words or sentences?

• Are the errors consistent?

• Is the child stimulable for phonemes produced

in error? Are there facilitating contexts?

• Is the child’s speech intelligible? How does

intelligibility compare to that of peers?



Error Patterns on KLPA-3

Review the age/gender data specific to the child

(normative scores)

If phonological processes are present,

• Are the processes developmental or atypical?

• Are they processes that should have been

suppressed?

• If atypical, are the processes common in a clinical

population?



Error Patterns on KLPA-3

• Are the errors consistent?

• Are there multiple error patterns or are they

confined to one or two patterns?

• Are there some contexts where the phonological

process is demonstrated?

• Is the child’s speech intelligible? How does

intelligibility compare to that of peers?




Male, B., Age 6:3

• Referred by first grade teacher

• Difficult to understand in single word production and in

conversational speech

• Also struggling with sound decoding in reading

• Mostly drawings and little or no text in daily writing journal

• Plays alone

• Kindergarten teacher reported no academic concerns

• Referred to Child Study Team for speech and literacy

concerns


Referral Questions

1. Does B. have a speech sound disorder in the

area of phonology?

2. If a speech sound disorder in the area of

phonology is present, what is B.’s profile of

strengths and weaknesses?

3. What intervention recommendations can be

derived from B.’s profile?


Some sound changes on early developing sounds (e.g., /k/, /g/, but

mostly on later developing sounds (e.g., /r/, /l/, clusters).

Raw

Score

Std.

Score

Confidence

Interval

%ile

Rank

Test Age

Equiv. GSV

22 77 73-83 6 3:10-3:11 555

GFTA-3 Sounds-in-Words Score Summary




Raw

Score

Std.

Score

Confidence

Interval %ile Rank Test Age Equiv.

23 77 73-83 6 3:6-3:7

KLPA-3 Score Summary

Core Phonological Processes:

• Cluster Simplification

• Gliding of Liquids

• Velar Fronting

• Deletion of Final Consonant

Supplemental Phonological

Processes:

• Initial Devoicing

• Deletion of Medial

Consonant

Phonetic Inventory for Consonants in Single Words

• Lack of consonants in word-final position

• Liquids changing to glides in consonant clusters

in initial position

• Few liquids or velars produced


Recommendations

• Speech Sound Disorder in area of phonology.

• Would benefit from intervention focused on the

following goals:

‒ Suppression of deletion of final consonant

‒ Expansion of consonant cluster usage

‒ Suppression of velar fronting

‒ Suppression of initial devoicing

• Refer for comprehensive psychoeducational

evaluation due to difficulties in reading and

writing.

Questions

[email protected]

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